Response to intervention (RtI) provides tiered levels of supports to all students and allows for increasingly more intensive and individualized instruction. Similarly, universal design for learning (UDL) addresses needs of students by proactively planning for instructional, environmental, and technology supports to allow all students to…

The author describes the decision to discard mechanistic trappings of the remedial approach (including charting behaviors, standard tests, and daily progress checks) and to institute a more holistic approach to teaching that incorporated a context of personal meaning and uses. (CL)

A phonics lesson with a learning disabled adult is analyzed to illustrate the author's contention that learning and learning dysfunctions cannot be explained primarily in cognitive terms which seek to reduce complex social-psychological interactions to narrow mental explanations. (CL)

The Early Literacy Project focused on involving students in contextualized literary activities, developing learning strategies, constructing classroom dialogs about literacy, supporting learners in their zones of proximal development, and creating literacy communities. Research with 88 primary-grade students with mild disabilities indicated clear…